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It is contended that Lusophone universities are to a certain degree deprived access to American and European scholarships in the 21st century. We examine the validity of this statement, focusing on the barriers scholars often face when accessing scholarships using English. To explore the constraints English language imposes on Mozambican lecturers pursuing international scholarships, the study employed qualitative research methods using structured interviews. The sample of interviewees included university lecturers from Eduardo Mondlane University. The discussions of the study were guided by two dominant themes: language coloniality and academic oppression (Lack of accessibility). Participants had their unique experiences while attempting scholarship applications and this study also captured their challenges. Eighty percent of participants could not express themselves fluently in English and the researcher had to switch to Portuguese to get quality responses. The study contributes to International comparative higher education language policy development by presenting the impediments posed by the English language to Mozambican universities seeking European and American scholarships.

BackgroundIn Mozambique, HIV infection disproportionately affects young adults, particularly women. Despite awareness and knowledge of HIV transmission, many university students have not received HIV testing and continue to engage in high-risk sexual behaviors, including inconsistent condom use. Further understanding of patterns of engagement with HIV prevention and testing is key to reducing HIV transmission in this at-risk population.MethodsThis study used a sequential mixed methods approach to examine patterns of engagement and perceptions of HIV prevention and testing services among higher education students in Mozambique. Survey data were collected from a representative sample of 501 students from Universidade Eduardo Mondlane (UEM) in Maputo, Mozambique to assess the primary outcomes of 1) HIV testing within the last 12 months; and 2) condom use during last sexual encounter. We employed univariate and multivariate regression models. The survey was followed by qualitative interviews with 70 survey participants which were analyzed using an inductive, content-focused analysis to further explain and contextualize survey findings.ResultsOver 85% of students reported to be sexually active, among these 74% reported condom use during their last sexual encounter, and 64.2% reported an HIV test within the past 12 months. Females were more likely to have had HIV testing in the past 12 months in comparison to their male peers (aOR 1.82, 95% CI 1.11, 2.99), but were half as likely to have used a condom with their last sexual encounter (aOR 0.52, 95% CI 0.33, 0.83), when controlling for other factors. Qualitative data suggests that these discrepancies may be explained by differential perceptions in risk and trust/mistrust, with women being more concerned about infidelity by their male partner(s) and assuming more responsibility for knowing their own serostatus. Women were also subject to negative stereotypes for possessing condoms in comparison to men, which could explain lower propensity for use.ConclusionGiven gendered differences in uptake of condom use and HIV testing, and perceived HIV risk, interventions tailored specifically to male and female students may impact engagement with HIV prevention and testing and empower informed choices about sexual behaviors.

This article considers how the decisions of the UK government, following the Brexit referendum, may impact on higher education in Africa. Ghana and South Africa are the two countries chosen to exemplify the claim that academic staff in African higher education will lose opportunities to acquire experience in British universities. Academic mobility between Africa and the UK is expected to fall significantly following Brexit.

This article examines the differentiation and diversification processes in African higher education and their implications for further research and policy. These processes are perhaps among the most well established concepts to help understand social and organizational change in African higher education systems and institutions. Founded in social theory, they shed light onto mostly tacit, rather than institutional, social and policy practices by different African higher education stakeholders, while guiding change toward increased democratic governance. [ABSTRACT FROM AUTHOR]

The contribution of this paper to the cultural capital debate is twofold. First, drawing on Bourdieu's theory of social field the paper provides a framework for measuring cultural capital, allowing the construction of operational indicators for a multidimensional concept. It focuses on the translation between concepts and data and vice-versa. Secondly, the paper provides up-to-date empirical data on Mozambican higher education - an area to which the theory has been applied in order to map particular institutional positions in a hierarchical social space of capital and power. Bourdieu's theoretical concepts appear instructive in revealing the current dynamics of Mozambican higher education as a social space, describing the struggle for the material and symbolic assets that ultimately maintain or transform the social structure of that space. The conclusion of the study reinforces the maxim 'capital attracts capital'. [ABSTRACT FROM AUTHOR]